final of vvv - lincs nqts 2010 - 9.9.10 - full set cut for 22.9.10

8/8/2019 FINAL of VVV - Lincs NQTs 2010 - 9.9.10 - Full Set Cut for 22.9.10

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© John Pearce 2010

n o t V o d k a !

For Lincolnshire NQTs 2010 until retirement in 50 years….



© John Pearce 2010

n o t i n d e p e n d e n c e



© John Pearce 2010

interdependence

I’m happy for these © JP materials to beused for

non-profit making purposes…

I’m keen to discuss these developingideas

and explore ways of progressing them (see

notes page)

[email protected]

See an emerging BLOG

www.jpearceconsultancy.blogspot.com



© John Pearce 2010

Simple conceptsSimple concepts

sometimes get over sometimes get over

complicated….complicated….



© John Pearce 2010

Looking at what we doLooking at what we do

with a view to doing it betterwith a view to doing it betternext timenext time

is part of our jobis part of our job

and most of and most of

ususdo it most of the time.do it most of the time.



© John Pearce 2010

Helping factors?Helping factors?

PULL

PUSH

Hindering factors? Hindering factors?

What I have done has made me what I amWhat I have done has made me what I am

NQT experienceNQT experience = to be repeated 30 times? = to be repeated 30 times?

What I will do will make me what I willWhat I will do will make me what I will

bebe

Strengthen the helping forcesStrengthen the helping forces

Weaken the hindering forcesWeaken the hindering forces

Whereare you

now?

Where doyou

wantto

be?



© John Pearce 2010

CURRENT

HELPS HINDERS

FUTURE

W

hereIwantt o

be

helps

helps

hinders/barrier

hinders/barrier

Force field planning….Force field planning…. (From an idea by Kurt(From an idea by Kurt

Lewin)Lewin)

Howmight

you getthere?



© John Pearce 2010

What are your What are your

fears – concerns? fears – concerns?

Write down three Write down three (right hand side) (right hand side)

Activity:Activity:

What are your What are your

hopes-expectations hopes-expectations

for this year? for this year?

Write down three Write down three (left hand side) (left hand side)

Individual then pairs…Individual then pairs…



© John Pearce 2010

VisionVision

ValueValue

ss



© John Pearce 2010

Golden Rule 1Golden Rule 1Develop good, clearDevelop good, clear

VALUESVALUES

Be sure they are good for you,Be sure they are good for you,and do good for others too….and do good for others too….



© John Pearce 2010

Activity:Activity: Educational vision andEducational vision and

valuesvalues

Why did you want to work ineducation and with young people?

What characteristics do you wantyoung people to have when they

become adult?

What do you see as the purpose of education?



© John Pearce 2010

Timothy WintersTimothy WintersCharles Causley 1951Charles Causley 1951

People often ask me if he was a real boy. My God

yes he was, poor little devil. I don’t know where

he is now…

Charles Causley 1995



© John Pearce 2010

Wheredo youwant

to be?

Howmightyouget

there?

Haveyougot

there?

In education and elsewhere we typically have processes

like this to plan what we do….

Whereare you

now?

Vision

Action

Measure

Planning, Coaching, Self-Evaluating, Performance Management etc



© John Pearce 2010

FUNCTIONALITY

22 VisionsVisions (approaches)(approaches)

to leading and learningto leading and learning

MO

RAL

PU

RPOSE

I want to argue these visions are complementary…that they are not separate, or exclusive…



© John Pearce 2010

VisionVision 11 FunctionalityFunctionality

FUNCTIONALITY

• Skills….Skills….

• KnowledgeKnowledge• UnderstandingUnderstanding

(mainly)(mainly)

learning learning what what and how to do it and how to do it



© John Pearce 2010

FUNCTIONALITY

3 Rs

Li t e r a c y N u

m e r a c

ySpeak i ng O p e

r a t i n g

C o n s t r u c t i n g

L i s t e n i n g

To whatpurpose?

G e o g r a p h y

H i s t o r y

P E

E T C E T C

S

T A N D A R D S ?

P LT S E N Q

U I R E

T E AM W O R K PA R

T I C I PA T

E

SE LF - M AN AGE

R E F L E

C T

T H I N K C R E AT I V E LY

Ab o ut t he i nd i v i d ual ?



© John Pearce 2010

ValuesBeliefs

MoralPurpose

Many teachers feel that functioning is enhanced

by an associated set of values or moral purpose…

Visionfor society



© John Pearce 2010

Activity:Activity: Moral purpose?Moral purpose?

Have you a moral purpose in

your work with young people?

How do you

feel aboutbeing askedthis question?



© John Pearce 2010

Hit a brick wall!

Can’t see whereI’m going..



© John Pearce 2010

VisionVision 22 Moral purposeMoral purpose

M

ORAL

P U

RPOSE

• Skills….Skills….• KnowledgeKnowledge

• UnderstandingUnderstanding

(mainly)(mainly)

learning learning why why and how to liveand how to liveand and thinking thinking about ways toabout ways to

use skills and knowledgeuse skills and knowledge



© John Pearce 2010

M

ORAL

P

UR

POSE CARE

R E S P E C

T

VA L U E S

P H I L O S O P H

Y

E THICS

ALT R U I S M

Based on values? But whose? Good or bad?Based on values? But whose? Good or bad?

( Philosophy – ethics – principles – codes - beliefs )( Philosophy – ethics – principles – codes - beliefs )

B E L I E F S

Social

Educa tionRe l i gi o us E d uc

at i o n C I T I Z E N S

H I P

P A S T O R A L C A R E /

P S H E ?

ABOUT COMMUNIT Y & SOCIET Y



© John Pearce 2010

DependencDependencee

IndependencIndependencee

InterdependenInterdependencece

Needs to be looked after by another

Able (and willing) to look after himself/herself

Able (and willing) to look after others

John Pearce 2001

Originally, I thought education was a journey…..

These red lines areborderlines to a new(and better?) levelof understanding…



© John Pearce 2010

KosmocentricKosmocentric

Kohlberg & Gilligan

WorldcentricWorldcentric

EthnocentricEthnocentric

EgocentricEgocentric

I learned of others who had described this ladder…..



© John Pearce 2010

Vulnerable dependenceVulnerable dependence

Safe independenceSafe independence

SafeSafe

interdependenceinterdependenceVulnerable interdependenceVulnerable interdependence

Vulnerable independenceVulnerable independence

Safe dependenceSafe dependence

ulnerable isolationulnerable isolation

John Pearce 2010….. Ongoing…

not evennot even near near the ladder the ladder

And so I extended my original…..(see explanation on notes pages)

The Ladder of interdependence.



© John Pearce 2010

For me

Forus

Foreverything!

Foreveryone



© John Pearce 2010

What do we say What do we say

and do that moveand do that move

students down thestudents down thesnakes? snakes?

Write them downWrite them down

(right hand side)(right hand side)

Activity :Activity : Snakes & LaddersSnakes & Ladders

What do we say What do we say

and do that moveand do that move

students up thesestudents up theseladders? ladders?

Write them downWrite them down

(left hand side)(left hand side)



© John Pearce 2010

W e m o v e t h e m u p

b y e m p o w e ri n g

t h ei r

t hi n ki n g a b o u t l e a r ni n g a

n d li f e

W e m o v e t h

e m d o w n

i f w e s t r ess j us t f u n c ti o n a l

i t y

We do bes t b y balancing func tion

wi th purpose…



© John Pearce 2010

Timothy WintersTimothy Winters

-- an alternative viewan alternative view

John Pearce 1983 updated 2004 John Pearce 1983 updated 2004

People often ask me if he was a real teacher – My

God yes he was, a nasty old devil. I don’t know

where he is now…

John Pearce 2007



© John Pearce 2010

So…So… Key Questions on moral purposeKey Questions on moral purpose

How do we engage the vulnerableisolated?

Then promote interdependent learning

and leading in the dependent and

independent?

And what are the “Common Goods”?



© John Pearce 2010

There are lots of “Common Goods” out there…



© John Pearce 2010

ValuesValues

These values should relate to: These values should relate to:

• ourselveourselvess, as individuals capable of spiritual, moral,, as individuals capable of spiritual, moral,

social, intellectual and physical growth and developmentsocial, intellectual and physical growth and development

• our relationshipsour relationships, as fundamental to the development, as fundamental to the development

and fulfilment of happy and healthy lives, and to the goodand fulfilment of happy and healthy lives, and to the good

of the communityof the community• our societyour society, which is shaped by the contributions of a, which is shaped by the contributions of a

diverse range of people, cultures and heritagesdiverse range of people, cultures and heritages

• our environmentour environment, as the basis of life and a source of , as the basis of life and a source of

wonder and inspiration that needs to be protected.wonder and inspiration that needs to be protected.



© John Pearce 2010

December 10, 1948 the GeneralDecember 10, 1948 the General

Assembly of the United NationsAssembly of the United Nations

adopted the Universal Declaration of adopted the Universal Declaration of

Human Rights and called upon allHuman Rights and called upon allMember countries to publicize andMember countries to publicize and "cause it to be disseminated,"cause it to be disseminated,

displayed, read and expounded indisplayed, read and expounded inschools and other educationalschools and other educational

institutions.”institutions.”

Declaration of Human RightsDeclaration of Human Rights



© John Pearce 2010

Convention on the Rights of theConvention on the Rights of the

ChildChild Article 13 Article 13

The child shall have the right to freedom of The child shall have the right to freedom of

expression; this right shall include freedom to seek,expression; this right shall include freedom to seek,

receive and impart information and ideas of all kinds,receive and impart information and ideas of all kinds,

regardless of frontiers, either orally, in writing or inregardless of frontiers, either orally, in writing or in

print, in the form of art, or through any other media of print, in the form of art, or through any other media of

the child's choice. The exercise of this right may bethe child's choice. The exercise of this right may be

subject to certain restrictions, but these shall only besubject to certain restrictions, but these shall only besuch as are provided by law and are necessary:such as are provided by law and are necessary:



© John Pearce 2010

Individual to Table Activity :Individual to Table Activity :

How should the UnitedHow should the United

Nations DeclarationsNations Declarations

inform our work?inform our work?

Take one of the “articles”, how might aTake one of the “articles”, how might a

school or teacher break it? What wouldschool or teacher break it? What wouldhappen if they did (What would you do)?happen if they did (What would you do)?



© John Pearce 2010

May 2010May 2010

BNP teacher Adam WalkerBNP teacher Adam Walkercleared of racial intolerancecleared of racial intolerance

UNIONS have hit out after a teacher, whoUNIONS have hit out after a teacher, whodescribed immigrants as "savage animals" wasdescribed immigrants as "savage animals" was

cleared of racial intolerance. A prominentcleared of racial intolerance. A prominent

member of the British National Party describedmember of the British National Party described

immigrants as “savage animals” and “filth” whileimmigrants as “savage animals” and “filth” whileworking as a technology teacher, a disciplinaryworking as a technology teacher, a disciplinary

panel was told yesterday.panel was told yesterday.



© John Pearce 2010

Adam Walker, who is the first teacher toAdam Walker, who is the first teacher to

appear before the General Teaching Councilappear before the General Teaching Council

(GTC) accused of racial intolerance, used a(GTC) accused of racial intolerance, used aschool laptop to post comments on an onlineschool laptop to post comments on an online

forum, in which he also claimed that parts of forum, in which he also claimed that parts of

Britain were a “dumping ground” for the ThirdBritain were a “dumping ground” for the Third

World.World.

Teaching union NASUWT have described the Teaching union NASUWT have described the

decision by the General Teaching Council (GTC)decision by the General Teaching Council (GTC)to clear BNP activist Adam Walker asto clear BNP activist Adam Walker as

“absolutely staggering”“absolutely staggering”



© John Pearce 2010

Individual to whole groupIndividual to whole group

Activity :Activity :

Is there any value in aIs there any value in a

pedagogical oath?pedagogical oath?Would you sign up to this as NQT?Would you sign up to this as NQT?

Would you stand and swear to it?Would you stand and swear to it?



© John Pearce 2010

Golden Rule 3Golden Rule 3

Question & challengeQuestion & challengeunprofessional behaviourunprofessional behaviour

(or raise it with a trusted colleague)(or raise it with a trusted colleague)



© John Pearce 2010

Be strong in the face of challenge….Be strong in the face of challenge….

QT

NQT



© John Pearce 2010

MORAL

P

URPOS

E

FUNCTIONALITY

incapabl

ealtruistic

Capableegocentric

Capable

Altruistic

Combining VisionCombining Vision 11 && 22CapableAltruistic

WISE

L e a d i n g

l e a

r n i n

g f o

r i n t e

r d e p

e n d e

n c e

unableegocentric

Vulnerable

Isolated

Borders and barriers on this journeyBorders and barriers on this journeyH



© John Pearce 2010

MORALP

URPOSE

FUNCTIONALITY

incapabl

ealtruistic

Capableegocentric

unableegocentric

Vulnerable

Isolated

Borders and barriers on this journey…..Borders and barriers on this journey…..

Remember - red linesare borderlines to anew/better (?) levelof understanding..

CapableAltruistic

WISE

Borders and barriers on this journeyBorders and barriers on this journeyH



© John Pearce 2010

MORAL

PU

RPOS

E

FUNCTIONALITY

independent

interdependent

Ethnocentric

World

centric

Vulnerable

Isolated

Borders and barriers on this journey…..Borders and barriers on this journey…..

CapableAltruistic

WISE

Playing with the modelPlaying with the model



© John Pearce 2010

Playing with the model..Playing with the model..

MORAL

P

URPOS

E

FUNCTIONALITY

S k i l l e d o p e r a t i v e

philosopher

recluse

aes the te

athlete

terroris t

phi l and er

er

s a i n t

B a n k

e rGood s tu

den t

(poor ci ti zen )

Good

citi zenPoor

student

I n d e p e n d e n t l e a r n i n g

I n t e r d

e p e n

d

e n t

l e a r n

i n g

P oet

I n t e r d e p e n d e n t

l i v i n g

d e p e n d e n t l e a r n e r s inn

er

N o

t h e l p f u l !

Ol ympi an



© John Pearce 2010

MORAL

P

URPOS

E

FUNCTIONALITY

I n d e p e n d e n t l e

a r n i n g

I n t e r d

e p e n

d

e n t

l e a r n

i n g

d e p e n d e n t l e a r n i n g

I n t e r d e p e n d e n t l i v i n g

P. L. T. S P e r

s o n a l L

e a r n i n g

T h i n k i n g

S k i l l s

C i t i z e n s h i p

N o n f u n d a m

e n t a l

M o r a l a n d

r e l i g i o u

s e d u c a

t i o n

F u n c t i o n a l s k i l l s

P u r e l y a

c a d e m

i c

P.S.H.E.E.

C O NSE Q UE NT I AL DE C I SI O N M AK I NG P E E R A S S E S S M E N T

S E L F A S S E S S M

E N T i n s t r u c t i o n

Interdependent

capable, altruistic

APPLIED

WISDOM

c o a c h i n g



© John Pearce 2010

But life isn’t all

straight lines and

arrows – it’s

organic…

So, shouldn’t the x

axis and the Y axis bend to complement

each other…



© John Pearce 2010

FUNCTIONALITY (Capacity)

MOR

AL

PU

RPO

SE

(Altruism

)

T h i n k i

n g l e a d i n

g t o f u n c

t i o n i n g

F u n c t i o n i n

g l e a

d i n g t

o p u r

p o s e F l o w

o f i d e a

s - >

<- F l o w o f id e a s

Wisdom



© John Pearce 2010


Judge the point, timing and Judge the point, timing and

nature of your interventionsnature of your interventions

(to build the capacity of students and colleagues)(to build the capacity of students and colleagues)

J d i th i t d t f i t tiJ d i th i t d t f i t ti



© John Pearce 2010

CAPACITY

TELL SELLCONSUL T

NEGOTIATE

SHARE

DELEGATE

ABDICATE

J S Pearce (2001) “Judging the point and nature of decision making and the PANINI model”

Tannenbaum, A.S. and Schmitt , W.H. (1958) “Participative Leadership”

INTERDEPENDENT

DEPENDENT

W e h a n d

o v e r

r e s p o n s i b i l i t y t o

y o u a s q u i c

k l y a s

p o s s i b l e

Judging the point and nature of interventionJudging the point and nature of intervention

FUNCTIONALITY (Capacity)

Wisdom

and similarly to achieve moral purpose withand similarly to achieve moral purpose with

Judging the point and nature of interventionJudging the point and nature of interventionH



© John Pearce 2010

Coach

DEPENDENT

Persuade

Inform

Question

Discuss

Facilitate

Mentor

and similarly to achieve moral purpose withand similarly to achieve moral purpose with

functionality functionality

I N T E R D E P E N

D E N T

You allow us to

think for ourselves as

often as

possible!

Judging the point and nature of interventionJudging the point and nature of intervention

MOR

AL

PU

RPO

SE

(Altruism

)

WISDOM

H



© John Pearce 2010

C oac h

P er suad e

Q uest i on

D i sc uss

F ac i l i t at e

Ment or

C o a c h

i n g

z o n e ?

TELL SELLCONSUL

T

SHARE

DELEGA TE

ABDICA TE

NEGO TIA TE

WISDOM

In s t ruc t io

n

Zone?

?discuss

Fulfilmenty



© John Pearce 2010

Activity : For the individualActivity : For the individual

Think of a lesson, a job, a project Think of a lesson, a job, a project

you have to do this term…..you have to do this term…..

How might I involve or empower How might I involve or empower

othersothers moremore?? How will I help themHow will I help them

becomebecome moremore interdependent?interdependent?

nn



© John Pearce 2010

VacuumVacuum

CleanerCleaner

ssVo

d ka

Vod ka V e r v e V e r v e V a c a

t i o n s !

V a c a t i o n s

!



© John Pearce 2010


Do less well,Do less well,rather than more badlyrather than more badly

If only I’d had more time …If only I’d had more time …I would have written you a shorter letter I would have written you a shorter letter



© John Pearce 2010

You will You willbecomebecome

overworkedoverworkedandand

pressured...pressured...So, how will you keepfit for

r ?

Personal efficiency – Work life



© John Pearce 2010

WORK

Out of balance?

Personal efficiency – Work-life

balance…

H e l p i n g

H e l p i n g

In-Tray

H i n d e r i n g

H i n d e r i n g

The Nature of Stress and



The Nature of Stress andDistress

ANXIOUS

““RUST OUT”RUST OUT”

FRUSTRATED

BORED

STIMULATED

ALERT

DECISIVE

CREATIVE

EFFECTIVE

OPTIMUM PERFORMANCEOPTIMUM PERFORMANCE

REDUCED EFFICIENCY

CONCENTRATION HARD

INDECISIVE

IRRITABLE

CONFUSED

FATIGUED

EXHAUSTED

““BURN OUT”BURN OUT”

L E S S

L E S S PRESSUREPRESSURE M O

R E M O

R E

A

BIL

ITY

TO

COPE

A

BIL

ITYTO

COPE

M O R

E

M O R E

T h i s i s Y O U

b y h a l f t e r m i f y o u d o n ’ t

t a k e c a r e o f

y o u r s e l f !



© John Pearce 2010

SuperSuperNQTNQT- a pre-application telephone- a pre-application telephone

callcall

John Pearce 2010 John Pearce 2010

People often ask me if this is a real person….

Not really, but s/he is made up of bits of colleaguesI have watched (including me)

John Pearce 2010



© John Pearce 2010


Keep a sense of proportionKeep a sense of proportionand a sense of humourand a sense of humour

(have a life – get a life out of school)(have a life – get a life out of school)



© John Pearce 2010


Find enduring role modelsFind enduring role models

ask them to teach youask them to teach you( be a learner too )( be a learner too )

2010 20112048



© John Pearce 2010

STRENGTHS

OPPORTUNITIES

HELPING FORCES

WEAKNESSES

THREATS

HINDERING FORCES

2010 20112048

A ti it F llActivity : For us all



© John Pearce 2010

Activity : For us allActivity : For us all

What will I actuallyWhat will I actually

dodo, as a result of my, as a result of mythinking today?thinking today?



© John Pearce 2010

Timothy Winters 2010Timothy Winters 2010 John Pearce 2010 John Pearce 2010

I often wonder what happened to Timothy

Winters. What kind of adult did “we” in the

system make him? He would be about 65 bynow..

““What you believe is what youWhat you believe is what you

get”get”



THE GOLDEN RULES

1. Develop good, clear VALUES and Moralevelop good, clear VALUES and Moral

PurposePurpose ((go for Interdependence)go for Interdependence)

3. Question & challenge unprofessional behaviour3. Question & challenge unprofessional behaviour(or raise it with a trusted colleague)(or raise it with a trusted colleague)

2. Judge the point, timing and nature of interventions2. Judge the point, timing and nature of interventions

(to build the capacity of students and colleagues)(to build the capacity of students and colleagues)

4. Do less well, rather than more badly4. Do less well, rather than more badly (Plan – do –(Plan – do –

review)review)

5. Keep a sense of proportion and a sense of humour5. Keep a sense of proportion and a sense of humour

6. Find enduring role models, ask them to teach you6. Find enduring role models, ask them to teach you

final of vvv - lincs nqts 2010 - 9.9.10 - full set cut for 22.9.10

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